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ndltd-NEU--neu-bz611w84m
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oai_dc
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ndltd-NEU--neu-bz611w84m2021-07-23T05:10:14ZBlack students' sense of belongingness through the implementation of student-centered learning strategiesThis study operationalizes equitable accessibility as a component that urban schools use in their instructional practices, and it uses student-centered learning strategies to improve Black students' sense of belongingness. Observations and interviews provided insight into student-centered learning instructional strategies that work to improve belongingness and leverage student voice. The study examined the following: (a) How does the student-centered learning strategy of student voice support Black students with a sense of belonging; (b) How do school conditions contribute to the implementation of the student-centered learning strategy of student voice; (c) How do Black students describe their sense of belonging at East Coast School? The study proposes that when teachers employ student-centered learning strategies that work to integrate student voice and a culturally responsive curriculum, Black students' sense of belongingness can be improved.--Author's abstracthttp://hdl.handle.net/2047/D20412888
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NDLTD
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NDLTD
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| description |
This study operationalizes equitable accessibility as a component that urban schools use in their instructional practices, and it uses student-centered learning strategies to improve Black students' sense of belongingness. Observations and interviews provided insight into student-centered learning instructional strategies that work to improve belongingness and leverage student voice. The study examined the following: (a) How does the student-centered learning strategy of student voice support Black students with a sense of belonging; (b) How do school conditions contribute to the implementation of the student-centered learning strategy of student voice; (c) How do Black students describe their sense of belonging at East Coast School? The study proposes that when teachers employ student-centered learning strategies that work to integrate student voice and a culturally responsive curriculum, Black students' sense of belongingness can be improved.--Author's abstract
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| title |
Black students' sense of belongingness through the implementation of student-centered learning strategies
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| spellingShingle |
Black students' sense of belongingness through the implementation of student-centered learning strategies
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| title_short |
Black students' sense of belongingness through the implementation of student-centered learning strategies
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| title_full |
Black students' sense of belongingness through the implementation of student-centered learning strategies
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| title_fullStr |
Black students' sense of belongingness through the implementation of student-centered learning strategies
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| title_full_unstemmed |
Black students' sense of belongingness through the implementation of student-centered learning strategies
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| title_sort |
black students' sense of belongingness through the implementation of student-centered learning strategies
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| url |
http://hdl.handle.net/2047/D20412888
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1719417710196031488
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